Additive strategies description

This sub-element describes how a student becomes increasingly able to choose and use additive computational strategies for different purposes. The transition from counting by one to more flexible methods of dealing with quantity, where numbers are treated …

Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Rationale Digital Technologies

This rationale complements and extends the rationale for the Technologies learning area. In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the …

Rationale | Digital Technologies | Technologies | F-10 curriculum

Consumer and financial literacy: Digital Technologies

The Australian Curriculum: Technologies has a significant role in developing consumer and financial literacy in young people. The Digital Technologies subject supports the development of the dimensions of consumer and financial literacy as shown in the …

Consumer and financial literacy: Digital Technologies | Subjects | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year

Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year | Skills and knowledge | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2

Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing

Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Years 3 and 4

Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing

Aboriginal and Torres Strait Islander Histories and Cultures - Years 3 and 4 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Years 5 and 6

Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing

Aboriginal and Torres Strait Islander Histories and Cultures - Years 5 and 6 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Elaboration (4) ACLSPC010

considering how communicating in Spanish requires thinking about things differently from when communicating in English, for example, making a choice between tú/usted/vos involves thinking about social relations between people, while using ‘you’ does …

Elaboration (4) | ACLSPC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACELA1471

drawing on knowledge of letter-sound relationships, for example breaking a word into syllables, then recording the sounds heard and thinking about the letter patterns that represent the sounds

Elaboration (2) | ACELA1471 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration ACHASSK120

categorising resources as natural (water, coal, wheat), human (workers, business owners, designing, making, thinking) and capital (tools, machines, technologies)

Elaboration | ACHASSK120 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACLFRU108

noticing how people think and talk about themselves and others, for example, comparing ways of addressing and thinking about older people or strangers

Elaboration (2) | ACLFRU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLHIC065

considering how identity changes over time, taking into account ways of thinking, behaving and communicating, and influences such as education, intercultural experience, digital worlds and popular culture

Elaboration (1) | ACLHIC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLKOC010

reflecting on significant past encounters with Korean language and culture (and other languages and cultures that have shaped their thinking) such as by creating timelines of their lives, including visual representations

Elaboration (2) | ACLKOC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLASFU072

exploring the nature of culture and how it is related to ways of thinking and using language, for example by comparing the cultural concept of Deaf identity with a medical model of deafness

Elaboration | ACLASFU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU198

exploring the nature of culture and how it is related to ways of thinking and using language, for example by comparing the cultural concept of Deaf identity with a medical model of deafness

Elaboration | ACLASFU198 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Structure Digital Technologies

The Australian Curriculum: Digital Technologies (F–10) comprises two related strands: Digital Technologies knowledge and understanding – the information system components of data, and digital systems (hardware, software and networks) Digital Technologies …

Structure | Digital Technologies | Technologies | F-10 curriculum

What do a humanoid robot and the recently awakened Narungga language have in common?

Maitland Lutheran School is an independent, co-educational primary and middle school located in the farming district of Maitland, Yorke Peninsula in South Australia on the traditional lands of the Narungga People. The school has an enrolment of 237 students, …

What do a humanoid robot and the recently awakened Narungga language have in common? | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources

ACLARC181

Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving[Key concepts: perception, identity, communication; Key processes: discussing, evaluating, reflecting]

Elaborations ScOT Terms

ACLARC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLASFC097

Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs[Key concepts: story, animation, constructed action; Key processes: re-enacting, depicting, constructing, representing]

Elaborations ScOT Terms

ACLASFC097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC133

Express imaginative ideas and visual thinking through the use of familiar signs, mime and gestures, with a focus on emotions, appearance and actions[Key concepts: imagination, emotion, expression; Key processes: re-enacting, depicting, creating]

Elaborations ScOT Terms

ACLASFC133 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum